Promover o multilinguismo: uma abordagem por tarefas - desempenho oral e o papel da proficiência
DOI:
https://doi.org/10.35520/diadorim.2020.v22n1a31982Keywords:
português língua estrangeira, produção oral, complexidade cognitiva da tarefa, Hipótese da CogniçãoAbstract
Na perspetiva de que a promoção do multilinguismo passa por uma aprendizagem experiencial, este trabalho de investigação, integrado numa abordagem de Ensino de Línguas Baseado em Tarefas, teve um objetivo duplo: (i) estudar o impacto da manipulação da complexidade cognitiva da tarefa na produção oral de aprendentes chineses de Português como Língua Estrangeira (PLE) com um nível básico de proficiência e (ii) comparar os resultados com os dados obtidos num trabalho realizado anteriormente com aprendentes mais proficientes. As variáveis independentes foram “± tempo de planeamento” e “± poucos elementos” do quadro teórico da Hipótese da Cognição (ROBINSON, 2001, 2003, 2005, 2010, 2011, 2015). Os resultados revelaram que o tempo de planeamento teve efeitos na complexidade, correção e fluência e o aumento do número de elementos da tarefa teve um impacto positivo na diversidade lexical, mas um efeito negativo na complexidade sintática e correção. Foi encontrada evidência do impacto do nível de proficiência dos aprendentes na produção oral em PLE. Os dados foram interpretados, tendo em conta a Hipótese da Cognição e a abordagem da Capacidade Limitada de Atenção (SKEHAN, 1998, 2009, 2014, 2015, 2018).
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